244 HISTORY OF WESTERN EDUCATION as a whole, a brief encyclopedic outline of all knowledge. In the years following the publication of the Janua, Comenius continued his indefatigable labours in the cause of education, but the centre of his interest changed markedly from the method of instruction to the content. As a complement to t&$ Janua Linguarum he began to prepare for a Janua Rerum : not languages but things became his main concern. The dominant principle of this new work had already been indicated in the Great Didactic and in the arrange- ment of subjects in the Janua Linguarum. It was to give a systematic presentation of the fundamental ideas relating to God, nature and art in encyclopedic form, such that each subject treated should lead on to the subsequent subjects, and that all the subjects should constitute a rational whole grounded on the laws of thought. On his view of education, the acquisition of universal knowledge, or pansophia, as he called it, was an essential part of the educational aim. " But do not imagine," he says (in the Great Didactic), " that we demand an exact or thorough knowledge of all the arts and sciences from all men. This would neither be useful of itself, nor on account of the shortness of life can it be attained by any- one. It is the principles, the causes and the purposes of all the main facts about the world that we wish everyone to learn. For we must do all in our power to ensure that no man in his journey through life will ever encounter anything so unknown to him that he cannot pass a sober judgment upon it, and turn it to its proper use without serious error."* 'This Janua Rerum was never completed, but for the rest of his life Comenius remained faithful * to his pansophic ideal. It was the prospect of getting this ideal realized which finally led him to sever his connection with Poland. He had already received an invitation to undertake the direction of educational reform in Sweden, and had refused it. But a more tempting invitation came to him from the English Parliament through Samuel Hartlib, and he came over to London in 1641 in the expectation of getting a pansophic college established. But the times were unpropitious. A considerable number of literary and scientific men were eager to see the foundation of a college for the advancement of science after the manner of the " Solomon's House " which Bacon had outlined in the New Atlantis, and the funds necessary for the institution of this college, with Comenius * Keatinge, p. 70.